King George V Primary School

Long Term Curriculum MapYear group 3____

SR- statutory requirement PA- possible activities

Autumn Term / Spring Term / Summer Term
Potential Theme(s) / Deep Down Under / Everest: Climb every mountain! / A Victorian Diary: Links to whole school focus on 125 anniversary
English / SR / Spoken language
 listen and respond appropriately to adults and their peers
 ask relevant questions to extend their understanding and knowledge
 use relevant strategies to build their vocabulary
 articulate and justify answers, arguments and opinions
 give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
 maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
 use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
 speak audibly and fluently with an increasing command of Standard English
 participate in discussions, presentations, performances, role play, improvisations and debates
 gain, maintain and monitor the interest of the listener(s)
 consider and evaluate different viewpoints, attending to and building on the contributions of others
 select and use appropriate registers for effective communication.
PA / ▪Group discussion with specific roles
▪Hot seating: Find out about a character
▪Conscience alley
▪Freeze frame photos to discuss what a character may ‘think, say or feel’
▪Perform poetry / ▪Role play to rehearse persuasive language and techniques
▪Perform poetry
▪Learn a story to retell by heart / ▪ Debate / Role play
▪ Freeze frame photos and role play to get views of the audience or to discuss characters’ feelings.
▪ Perform play scripts
▪ Drama – role play interviews
SR / Reading: Ongoing - (word level and comprehension)See Year 3 and 4 National curriculum
Word Reading:

apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in both to read aloud and to understand the meaning of new words they meet
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Comprehension:

develop positive attitudes to reading and understanding of what they read by:

listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
reading books that are structured in different ways and reading for a range of purposes
using dictionaries to check the meaning of words that they have read
increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

identifying themes and conventions in a wide range of books

preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
discussing words and phrases that capture the reader’s interest and imagination
recognising some different forms of poetry [for example, free verse, narrative poetry]

understand what they read, in books they can read independently, by:

checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
asking questions to improve their understanding of a text
drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
identifying main ideas drawn from more than one paragraph and summarising these
identifying how language, structure, and presentation contribute to meaning

retrieve and record information from non-fiction

participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Guided reading tasks
Retrieval of information from non-fiction texts
Using the internet to gather research
Summarising key information – non chronological reports, leaflets etc…
Reading aloud to the class
Performing original compositions and published works in front of an audience.
PA / ▪Mermaid stories
▪Sea life information books
▪Biographies
▪Leaflets
▪Christmas play / Mountain information books
Poetry books
Adventure stories / Victorian information books
Play scripts
SR / Writing:Ongoing –(transcription, handwriting, composition, vocabulary, grammar and punctuation)See Year 3 and 4 National curriculum
Spelling

use further prefixes and suffixes and understand how to add them (English Appendix1)
spell further homophones
spell words that are often misspelt (English Appendix 1)
place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
use the first two or three letters of a word to check its spelling in a dictionary
write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
Pupils should learn to spell new words correctly and have plenty of practice in spelling them.
As in years 1 and 2, pupils should continue to be supported in understanding and applying the concepts of word structure.
Pupils need sufficient knowledge of spelling in order to use dictionaries efficiently.

Handwriting
Pupils should be taught to:

use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

Composition
Pupils should be taught to:

plan their writing by:

discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
discussing and recording ideas

draft and write by:

composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)
organising paragraphs around a theme
in narratives, creating settings, characters and plot
in non-narrative material, using simple organisational devices [for example, headings and sub-headings]

evaluate and edit by:

assessing the effectiveness of their own and others’ writing and suggesting improvements
proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

proof-read for spelling and punctuation errors

read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
Vocabulary, grammar and punctuation
Pupils should be taught to:

develop their understanding of the concepts set out in English Appendix 2 by:

extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
using the present perfect form of verbs in contrast to the past tense
choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
using conjunctions, adverbs and prepositions to express time and cause
using fronted adverbials
learning the grammar for years 3 and 4 in English Appendix 2

indicate grammatical and other features by:

using commas after fronted adverbials
indicating possession by using the possessive apostrophe with plural nouns
using and punctuating direct speech

use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.
English / PA / ▪ Diary writing
▪ Descriptive writing
▪ Character profiles
▪ Story writing
▪ Poetry
▪Instructions / ▪ Explanation
▪ Job advert
▪ Persuasive letter
▪ Recount
▪ Poetry
▪ Adventure story / ▪ Diary / Log book entry
▪ Instructions
▪ Character reference (persuasive writing)
▪ Invitation
▪ Play script
▪ Non Chronological Reports
Science / SR / Living things and their habitats (Y4)
 recognise that living things can be grouped in a variety of ways
 explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
 recognise that environments can change and that this can sometimes pose dangers to living things.
Rocks
 describe in simple terms how fossils are formed when things that have lived are trapped within rock (Deep Down Under)
 describe in simple terms how fossils are formed when things that have lived are trapped within rock (Deep Down Under)
 compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
 recognise that soils are made from rocks and organic matter. / Animals including humans
 recognise that living things can be grouped in a variety of ways  explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
 identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
Animals, including Humans
 (Y4) construct and interpret a variety of food chains, identifying producers, predators and prey. / Electricity (Y4)
 identify common appliances that run on electricity
 construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
 identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
 recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
 recognise some common conductors and insulators, and associate metals with being good conductors.
Light
 recognise that they need light in order to see things and that dark is the absence of light
 notice that light is reflected from surfaces
 recognise that light from the sun can be dangerous and that there are ways to protect their eyes
 recognise that shadows are formed when the light from a light source is blocked by a solid object
 find patterns in the way that the size of shadows change.
Computing / SR /  use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour
 use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
 design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
 use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
 select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information. /  use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour
 use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
 use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
 select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information. /  use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour
 use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
 use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
 use sequence, selection, and repetition in programs; work with variables and various forms of input and output
 select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
PA / 2Go: Give simple instructions, learn directions and explore simple logo (Fish maze)
2Code: Create simple programs – basic coding / algorithms and debugging (Fun with fish)
Branching database database for sorting under the sea creatures selecting ‘yes’ or ‘no’ to answer questions.
Search the internet to find useful websites for research. / 2Animate: Create animated scenes by repeating and changing images in a storyboard.
2Design and Make: Design colourful polygons (link to Numeracy)
2Sequence: Drag and drop sounds into the grid to explore harmony and build up musical scores (Music with a link to poetry unit) / Logo: Control the on screen turtle using logo commands. (Numeracy: Direction, angles – give instructions to draw shapes)
2Do It Yourself 3D: Design, play and share your own 3D maze games.
History / SR / The changing power of monarchs using case studies such as John, Anne and Victoria.
 A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
PA / ▪Timeline of main events during Victorian times.
▪Research Queen Victoria.
▪Follow the life of a Victorian girl through to adulthood through her diaries.
▪Compare the lives of rich and poor children during Victorian times.
▪Research some of the inventions and inventors during the Victorian period.
Discrete: Mini theme - Stone age to the iron age
Stone age to the Iron Age
 Late Neolithic hunter-gatherers and early farmers, for example Skara Brae
Bronze Age religion, technology and travel, for example, Stonehenge
 Iron Age hill forts: tribal kingdoms, farming, art and culture
Geography / SR /  locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
 identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time. /  physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle / human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. (Link to Stone Age)
PA / ▪Locate Continents and Oceans
▪Talk about the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle in relation to the habitats of sea creatures.
▪ Compare a seaside locality to our own. / ▪Locate Everest on maps
▪Research key facts about Everest. Relate to other large mountain ranges.
▪Climate of Nepal and how it affects people who climb Everest.
Art + Design / SR /  to create sketch books to record their observations and use them to review and revisit ideas
 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] /  to create sketch books to record their observations and use them to review and revisit ideas
 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] /  to create sketch books to record their observations and use them to review and revisit ideas
 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
 about great artists, architects and designers in history.
PA / ▪Draw sea creatures
▪Make clay fish, paint and decorate
▪Printing and sealife painting / ▪Mountain drawings
▪Water colour mixing
▪Mountain painting / ▪Observational drawing of Victorian toys
▪Detailed pencil drawing of Victorian architecture.
▪Study the work of William Morris
Design technology / SR / Design
 use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
 generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
 select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
Evaluate
 investigate and analyse a range of existing products
 evaluate their ideas and products against their own design criteria and consider the views of others to improve their work / Make
 select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
Technical knowledge
 apply their understanding of how to strengthen, stiffen and reinforce more complex structures / Design
 use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
Make
 select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
Evaluate
 understand how key events and individuals in design and technology have helped shape the world